作为科学教育的基本理念之一，科学探究是当前科学教育的主流及核心的教学模式。科学探究有自身的优势，但是在实践的过程中也表现出一些不足，比如效率不高及学习者生成的理解比较碎片化，具体表现为：学习者主要关注探究实践的过程，无法主动将探究活动中所承载的科学知识进行系统梳理和真正内化，最终没有形成一致的科学知识体系，难以实现科学探究将事实与科学知识相联系的目标。因此，在科学探究活动中，需要构建一种有效的机制，从而促进探究实践（动手）和知识建构（动脑）之间的衔接。 概念图是优秀的知识结构表征及组织工具，既可以作为评价工具来检验评估已有的知识结构，又可以作为知识建构工具，促进知识的组织建构。所以理论上，概念图工具可以嵌入科学探究项目中，既可以作为评估工具，检验项目效果，又可以作为知识建构工具促进科学知识的连贯性理解。 然而，在科学探究项目中使用概念图工具，需要在不破坏科学探究自身优势的情况下，促进学习者对科学知识的连贯性理解，因此本研究借助了知识整合框架（Knowledge Integration Framework）进行。知识整合框架是一种组织和利用关于探究式学习的广泛研究的方式，一般模式包括诱出想法、添加想法、辨分想法及反思梳理，旨在提升理解的连贯性和准确性，是结构优良的科学探究脚手架。 通过对概念图、知识整合理论的文献综述，本文提出了研究猜想——可以在科学探究活动中借助概念图促进知识整合，从而实现知识的连贯性理解。并将该猜想，通过合理的研究设计去实施、验证。 本研究依托基于KI的科学探究平台WISE，聚焦如何在科学探究中使用概念图工具，促进学习者对科学知识的连贯性理解。选取科学课程中牛顿小车探究学习单元，6课时，在北京师范大学第三附属中学初一两个班级进行研究实施。在该探究单元的学习中，利用概念图干预，帮助学习者进行知识整合，设计对比实验来调查学习者在探究的不同阶段（诱出想法VS反思梳理想法）使用概念图的效果。得出三个研究结论： 结论一：概念图能显著地促进初中生科学探究中知识连贯性理解。（n05=20，M05（Post-Pre）=6.425，SD05（Post-Pre）=3.99761，P=0.000<0.001；n07= 31，M07（Post-Pre）=7.452，SD07（Post-Pre）=6.57946，P=0.000<0.001） 结论二：学生的先验知识水平对科学探究活动效果影响显著，学生的先前知识整合水平越高，通过科学探究活动学习后，学生的知识整合促进效果越明显（n=51，SE=0.663，p=0.000<0.001）。 结论三：在科学探究的诱出想法阶段使用概念图辅助比在反思梳理阶段使用概念图辅助更能促进学生知识的连贯性理解。（n=51，βro=1.518，t=1.945，P=0.058<0.01）

Science inquiry is the basic pedagogy as well as the mainstream of science education. Although with irreplaceable advantages, in a scientific inquiry process, learning is not that efficient and the students’ understanding of science concepts is always fragmented. More specifically, students are only concentrated on the inquiry process, failing to organize and internalize the embed scientific knowledge systematically. Ultimately, they fail to form a consistent scientific knowledge system. Thus, most of the science inquiry instructions didn’t achieve the teaching goal that science inquiry should connect facts of daily life with scientific knowledge. Therefore, science inquiry activities need an effective mechanism to promote the connection between inquiry practice and knowledge construction. Concept map is a useful tool for the representation and organization of knowledge structures. Concept maps can be used to evaluate existing knowledge structures as well as to construct knowledge structures. Therefore, concept map can be embedded in the process of science inquiry as an assessment tool to evaluate the effects of inquiry practice as well as a scaffold to help students construct knowledge so as to help them form a coherent understanding of scientific knowledge. However, using concept maps in science inquiry instruction needs to promote the learner's consistent understanding of scientific knowledge without destroying the advantages of scientific inquiry. Knowledge integration framework (KI) is a well-structured science inquiry pattern, suggesting a general instructional pattern that involves eliciting ideas, adding ideas, distinguishing ideas and organizing ideas to improve coherent and accurate understanding. Thus, this study developed based on knowledge integration framework. Through the literature review of concept maps and knowledge integration theories, we propose a hypothesis that concept maps can be used to promote knowledge integration in science inquiry activities so as to achieve a consistent understanding of knowledge. This study uses concept maps to facilitate knowledge integration processes and promote coherent understanding in scientific inquiry instruction based on WISE (Web-based Inquiry Science Environment based on KI). We use Newton Scooters WISE unit which needs 6-8 teaching periods as the inquiry curriculum materials. Seventy-one 7th grade students from two classes in The Third Affiliated Middle School of Beijing Normal University participated in this study. This study explores different effects of using concept maps in different knowledge integration processes (Eliciting VS Organizing) on WISE. The conclusions are as follows: Conclusion 1: Concept maps can significantly promote the understanding of the coherent understanding of scientific knowledge in junior high school students' science inquiry instruction. (n05=20，M05（Post-Pre）=6.425，SD05（Post-Pre）=3.99761，P=0.000<0.001；n07= 31，M07（Post-Pre）=7.452，SD07（Post-Pre）=6.57946，P=0.000<0.001) Conclusion 2: Students’ prior knowledge level has a significant influence on the effect of science inquiry activities. Students who have a higher level prior knowledge achieve a higher knowledge integration level after inquiry practice. (n=51, SE=0.663, p=0.000<0.001) Conclusion 3: Using concept maps in Eliciting process is more likely to promote coherent understanding than in Organizing process. (n=51，βro=1.518，t=1.945，P=0.058<0.01)